Six months ago, when we were preparing the first talk of this series, we all agreed that doctorate education needed to prepare the new generation of scholars to address increasingly unpredictable futures. Yet, none of us anticipated that such unprecedented futures could surprise us so suddenly .
How do we teach at the doctoral level, how do we create environments that support all doctoral students/candidates in challenging times are some of the questions that we will address in our next session.
Colette Patt is the Science Diversity Programs director at the University of California, Berkeley. Her work focuses on increasing the diversity of the undergraduate, graduate and post-doctoral populations in STEM fields and enhancing the long-term success in academia of people historically underrepresented in these fields. Her current research focuses on retention and advancement of students in science doctoral programs. Dr. Patt also directs Berkeley’s National Science Foundation-UC Alliance for Graduate Alliance (NSF-AGEP) and The Berkeley Edge Program (BEP).
Khalid Kadir is a Continuing Lecturer at UC Berkeley, teaching courses in the Global Poverty & Practice (GPP) program, Political Economy, and the College of Engineering. After completing his PhD in Environmental Engineering at UC Berkeley, Khalid focused his research on the complex role that engineering expertise plays in the politics of international development and poverty alleviation, and his current work focuses on the intersection of poverty, expertise, and politics. He is a recipient of the 2017 Distinguished Teaching Award, UC Berkeley’s most prestigious honor for teaching.
Why is important to talk about social justice in doctoral education?
With the goal to make visible the role that doctoral education plays in questioning systems of exclusion and inequality, the Center for Innovation and Research in Graduate Education (CIRGE) is inviting scholars across the world to participate in the CIRGE life lecture and webinar Series “Committing Ourselves to Social Justice: Doctoral Education for Complex Times.” This series aims to provide doctoral students, instructors, departments and funders of doctoral education, a better understanding of the structures, practices, and pedagogies that would need to be addressed in different disciplines and organizations, to be more inclusive, embrace diversity and equity. CIRGE acknowledges that the meaning of social justice is tied to specific political and cultural contexts. Rather than starting with a (single) definition of the term, the CIRGE series will begin with an open investigation of what “social justice” does and would look like for various academic disciplines and university communities across the world.